Early Head Start Relationships: Association with Program Outcomes

Abstract

Research Findings: Interpersonal relationships among staff caregivers, parents, and children have been recommended as essential aspects of early childhood intervention. This study explored the associations of these relationships with program outcomes for children and parents in 3 Early Head Start programs. A total of 71 children (8–35 months, M = 20), their parents, and 33 program caregivers participated. The results showed that caregiver–child relationships were moderately positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent relationships were generally positive and temporally stable. Caregiver–child relationships were more positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relationships were more positive when parents had higher education levels and when staff had more years of experience, had more positive work environments, or had attained a Child Development Associate credential or associate's level of education rather than a 4-year academic degree. Hierarchical linear modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger predictor of both child and parent outcomes than was the quality of the caregiver–child relationship. There were also moderation effects: Stronger associations of caregiver–parent relationships with observed positive parenting were seen in parents with lower education levels and when program caregivers had higher levels of education. Practice or Policy: The results support the importance of caregiver–family relationships in early intervention programs and suggest that staff need to be prepared to build relationships with children and families in individualized ways. Limitations of this study and implications for program improvements and future research are discussed.

ACKNOWLEDGMENTS

This research was supported by a Head Start-University Partnership grant (#90YD0111/03) from the U.S. Department of Health and Human Services, Office of Planning, Research, and Evaluation. The authors are especially grateful to the children, parents, and staff who participated from the Early Head Start partner programs in Lafayette, Indiana (Bauer Family Resources), Kokomo, Indiana (Bona Vista Programs), and Marion, Indiana (Carey Services).

Notes

*p < .05. **p < .01.

Note. BITSEA = Brief Infant–Toddler Social and Emotional Assessment.

^a Attachment security was assessed on a 9-point scale.

^b Child–caregiver involvement was assessed on 6-point scale.

^c Positive caregiving was assessed on 4-point scale.

^d Caregiver–parent relationship was assessed on a 5-point scale.

*p < .05. **p < .01.

Note. BITSEA = Brief Infant–Toddler Social and Emotional Assessment.

^a Reference category is high school, Child Development Associate credential, or associate's degree.

^b Reference category is center-based program.

^c Reference category is no high school diploma or general equivalency diploma.

^d Reference category is male.

*p < .05. **p < .01. ***p < .001.